New Application: Pulmonary Disease

New Application: Pulmonary Disease

Review Committee for Internal Medicine

ACGME

ADMINISTRATION OF THE FELLOWSHIP PROGRAM

Will the sponsoring institution provide adequate program director support (25-50% of the program director's salary or protected time) for the administrative activities of the program? / ☐YES ☐NO
Will the program director be required to generate clinical or other income to provide this administrative support? / ☐YES ☐NO
Will there be adequate inpatient facilities (e.g., conference rooms, on-call rooms) for the fellowship program? / ☐YES ☐NO
Will there be adequate facilities in the ambulatory settings (e.g., exam rooms, meeting/conference room, and work area) for patient care and the educational components of the program? / ☐YES ☐NO
Will the program director implement a program of continuous quality improvement in medical education for the faculty, especially as it pertains to the teaching and evaluation of the ACGME Competencies? / ☐YES ☐NO
Will the administrative support include adequate secretarial and administrative staff to support the program director? / ☐YES ☐NO
Will the sponsoring institution and participating sites share appropriate inpatient and outpatient faculty performance data with the program director? / ☐YES ☐NO
Describe the reporting relationship between the subspecialty program director and the core internal medicine residency director.
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ROTATION SCHEDULE - YEAR 1

Provide a rotation schedule that describes the rotations for a typical fellow for each year of training, starting with F1, then F2, and F3. Do not include vacation blocks or continuity clinic. Use a distinct title for each rotation, e.g., Consult I, CCU. Do not use abbreviations or local terminology (e.g., "Blue I"). Define all required experiences. Indicate elective rotations with the term "elective".

Replicate the table below for each additional rotation.

Rotation Name/Year 1 (F1)
Site Name
Duration of experience (weeks or months)

ROTATION SCHEDULE - YEAR 2

Replicate the table below for each additional rotation.

Rotation Name/Year 2 (F2)
Site Name
Duration of experience (weeks or months)

ROTATION SCHEDULE - YEAR 3

Replicate the table below for each additional rotation.

Rotation Name/Year 3 (F3)
Site Name
Duration of experience (weeks or months)

ROTATION SCHEDULE NARRATIVE

If the questions in this section or their format do not permit you to describe accurately or optimally the rotations in your training program, provide a narrative that more completely or accurately describes this particular component of your program. (200 word limit)
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If the program will have home-call, then explain how time will be monitored to assure compliance with the 80-hour work week and one-day off in seven.
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Explain the back-up support systems that will be provided when patient care responsibilities are unusually difficult or prolonged, or if unexpected circumstances create fellow fatigue sufficient to jeopardize patient care.
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CONTINUITY CLINIC EXPERIENCES

Provide information for the fellows' continuity experience and patient distribution for all years of training. List each experience indicating the name of the experiences (e.g., Continuity Clinic, Other), site name, duration of the experience, number of ½ day sessions per week, average number of patients seen per session, whether faculty supervision is provided for each experience, and the percent of female patients.

Site #1 / Site #2 / Site #3 / Site #4 / Site #5 / Site #6
Name of Experience: / Experience / Experience / Experience / Experience / Experience / Experience /
Duration (weeks): / # / # / # / # / # / # /
½ day sessions per week: / # / # / # / # / # / # /
Average patients seen per session: / # / # / # / # / # / # /
On-site concurrent faculty supervision present? / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
% Female: / # % / # % / # % / # % / # % / # %

OTHER AMBULATORY EXPERIENCE

Provide information for the fellows' other ambulatory experience and patient distribution for all years of training. List each experience indicating the name of the experiences (e.g., Continuity Clinic, Other), site name, duration of the experience, number of ½ day sessions per week, average number of patients seen per session, whether faculty supervision is provided for each experience, and the percent of female patients.

EVALUATION - ADDITIONAL INFORMATION

Provide information on your methods for evaluating fellows, teaching attendings and other faculty members, your recording methods, access rules, and follow-up actions taken to remediate problems.

Will the program director review fellow procedure logs in order to document that each fellow has performed the minimum number and achieved competence in invasive procedures? / ☐YES ☐NO

Will written records be kept of the following?

Evaluation of fellows longitudinal experience (at least every 6 months) / ☐YES ☐NO
Other counseling sessions of a fellow by the program director / ☐YES ☐NO
Do teaching attendings always provide the program director with written evaluations of the fellow's performance? / ☐YES ☐NO

Faculty Evaluation

Will teaching attendings be evaluated by the fellows whom they supervise at the end of each rotation, and during each longitudinal experience? / ☐YES ☐NO
Will these evaluations be written and confidential? / ☐YES ☐NO
Will the results of these evaluations be communicated on a regular basis, at least annually, to faculty members? / ☐YES ☐NO

EVALUATION NARRATIVE

Describe the mechanism for monitoring fellows' stress, including mental or emotional conditions inhibiting performance or learning and drug-or alcohol-related dysfunction.
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Describe the method for assessment of procedural competence.
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Describe the process for reviewing program goals and objectives, and the effectiveness with which they are achieved.
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INSTITUTION INFORMATION

Provide the following information for all participating sites.

Site #1 / Site #2 / Site #3 / Site #4 / Site #5 / Site #6
Medical Records
Will clinical records that document both inpatient and ambulatory be readily available at all times? / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Will fellows have access to an electronic health record? / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Facilities – Will the following facilities/laboratories/resources be available?
Anesthesiology services / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Bedside imaging services for patients in the critical care units / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Bronchoscopy suite, including appropriate space and staffing for pulmonary procedure / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Critical care services / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Immunology services / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Laboratory for sleep-related breathing disorders / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Laboratory medicine services / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Microbiology services / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Occupational medicine services / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Otolaryngology services / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Pathology services / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Pathology services including exfoliative cytology / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Physical and Rehabilitation medicine services / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Postoperative care services / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Pulmonary function testing laboratory / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Radiology services / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Respiratory care services / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Supporting laboratory to provide complete and prompt laboratory evaluation / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N
Thoracic surgery service / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N / ☐Y ☐N

GENERAL COMPETENCIES - INTERNAL MEDICINE

Practice-Based Learning and Improvement

Describe one learning activity in which residents will engage in to identify strengths, deficiencies, and limits in their knowledge and expertise (self-reflection and self-assessment); set learning and improvement goals; identify and perform appropriate learning activities to achieve self-identified goals (life-long learning).
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Describe one example of a learning activity in which residents will engage to develop the skills needed to use information technology to locate, appraise, and assimilate evidence from scientific studies and apply it to their patients' health problems. The description should include:

locate information
use information technology
Appraise information
assimilate evidence information (from scientific studies)
apply information to patient care

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Give one example and the outcome of a planned quality improvement activity or project in which at least one resident will participate in that will require the resident to demonstrate an ability to analyze, improve and change practice or patient care. Describe planning, implementation, evaluation and provisions of faculty support and supervision that will guide this process.
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Describe how residents will:
a)develop teaching skills necessary to educate patients, families, students, and other residents;
b)teach patients, families, and others; and
c)receive and incorporate formative evaluation feedback into daily practice. (If a specific tool is used to evaluate these skills have it available for review by the site visitor.)
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Interpersonal and Communication Skills

Describe one learning activity in which residents will develop competence in communicating effectively with patients and families across a broad range of socioeconomic and cultural backgrounds; with physicians, other health professionals, and health related agencies.
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Describe one learning activity in which residents will develop their skills and habits to work effectively as a member or leader of a health care team or other professional group. In the example, identify the members of the team, responsibilities of the team members, and how team members communicate to accomplish responsibilities.
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Explain (a) how the completion of comprehensive, timely and legible medical records will be monitored and evaluated, and (b) the mechanism for providing residents feedback on their ability to competently maintain medical records.
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Will the program use both direct observation and multi-source evaluation, including patients, peers, and non-physician team members, to assess fellow performance in communicating with patients and their families? / ☐YES ☐NO
Will the program use both direct observation and multi-source evaluation, including patients, peers, and non-physician team members, to assess fellow performance in teamwork? / ☐YES ☐NO
Will the program use both direct observation and multi-source evaluation, including patients, peers, and non-physician team members, to assess fellow performance in communicating with peers, including transitions of care? / ☐YES ☐NO
Will the program use both direct observation and multi-source evaluation, including patients, peers, and non-physician team members, to assess fellow performance in record keeping? / ☐YES ☐NO

Professionalism

Describe at least one learning activity, other than lecture, by which residents will develop a commitment to carrying out professional responsibilities and an adherence to ethical principles.
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How will the program promote professional behavior by the residents and faculty?
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How will lapses in these behaviors be addressed?
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Will the program use multi-source evaluation, including patients, peers, and non-physician team members, to assess each fellow's honesty and integrity? / ☐YES ☐NO
Will the program use multi-source evaluation, including patients, peers, and non-physician team members, to assess each fellow's ability to meet professional responsibilities? / ☐YES ☐NO
Will the program use multi-source evaluation, including patients, peers, and non-physician team members, to assess each fellow's ability to maintain appropriate professional relationships with patients and colleagues? / ☐YES ☐NO
Will the program use multi-source evaluation, including patients, peers, and non-physician team members, to assess each fellow's commitment to self-improvement? / ☐YES ☐NO

Systems-based Practice

Describe the learning activity(ies) through which residents will achieve competence in the elements of systems-based practice: work effectively in various health care delivery settings and systems, coordinate patient care within the health care system; incorporate considerations of cost-containment and risk-benefit analysis in patient care; and, advocate for quality patient care and optimal patient care systems and work in interprofessional teams to enhance patient safety and care quality.
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Describe an activity that will fulfill the requirement for experiential learning in identifying system errors.
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Will the program use multi-source evaluation, including peers, and non-physician team members, to assess each fellow's ability to provide care coordination, including transition of care? / ☐YES ☐NO
Will the program use multi-source evaluation, including peers, and non-physician team members, to assess each fellow's ability to work in interdisciplinary teams? / ☐YES ☐NO
Will the program use multi-source evaluation, including peers, and non-physician team members, to assess each fellow's advocacy for quality of care? / ☐YES ☐NO
Will the program use multi-source evaluation, including peers, and non-physician team members, to assess each fellow's ability to identify system problems and participate in improvement activities? / ☐YES ☐NO
Will the fellows' performance in continuity clinic be reviewed with them verbally and in writing at least semiannually? (Leave blank if not applicable) / ☐YES ☐NO

Competency Evaluation Narrative

If the questions in this section or their format do not permit you to describe accurately or optimally your evaluation method(s) of fellows in any of the competencies listed above, provide a narrative that more completely or accurately describes the evaluation method(s).
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EDUCATIONAL PROGRAM

Provide the following information about the curriculum:

Will the overall goals and objectives be distributed to faculty and fellows annually? / ☐YES ☐NO
Will the goals and objectives be reviewed by the fellows at the start of each new rotation/assignment? / ☐YES ☐NO

Will fellows routinely participate in the following conferences:

Core Curriculum Conference Series / ☐ YES ☐ NO
Clinical Case Conferences / ☐ YES ☐ NO
Research Conferences / ☐ YES ☐ NO
Journal Club / ☐ YES ☐ NO
Morbidity and Mortality Conferences / ☐ YES ☐ NO
Quality Improvement Conferences / ☐ YES ☐ NO
Will the faculty participate in required conferences? / ☐ YES ☐ NO
How many months of training will the fellowship program devote to clinical experiences? / # /
How many months of training will the fellowship program provide each fellow in non-critical care pulmonary disease rotations? / # /
How many months of training will the fellowship program provide each fellow in the medical intensive care unit? / # /

Will fellows demonstrate knowledge of the following content areas for the items listed below:

Ethical, economic and legal aspects of critical illness / ☐ YES ☐ NO
Imaging techniques commonly employed in the evaluation of patients with critical illness or pulmonary diseases, including the use of ultrasound / ☐ YES ☐ NO
Indications, complications and outcomes of lung transplantation / ☐ YES ☐ NO
Psychosocial and emotional effects of critical illness on patients and their families / ☐ YES ☐ NO
Recognition and management of the critically ill from disasters, including those disasters caused by chemical and biological agents / ☐ YES ☐ NO
Skills required to organize, administer and direct a critical care unit / ☐ YES ☐ NO
Skills required to organize, administer and direct a respiratory therapy section / ☐ YES ☐ NO

Monitoring and supervising special services:

Pulmonary function laboratories, including quality control, quality assurance, and proficiency standards / ☐ YES ☐ NO
Respiratory care techniques and services / ☐ YES ☐ NO
Respiratory care units / ☐ YES ☐ NO

Relevant basic sciences, with particular emphasis on:

Biochemistry and physiology, including cell and molecular biology and immunology, as they relate to pulmonary disease / ☐ YES ☐ NO
Developmental biology / ☐ YES ☐ NO
Genetics and molecular biology as they relate to pulmonary diseases / ☐ YES ☐ NO
Pulmonary physiology and pathophysiology in systemic diseases / ☐ YES ☐ NO

Will fellows demonstrate competence in the prevention, evaluation and management of both inpatients and outpatients with the following disorders?

Acute lung injury, including radiation, inhalation, and trauma / ☐ YES ☐ NO
Diffuse interstitial lung disease / ☐ YES ☐ NO
Disorders of the pleura and the mediastinum / ☐ YES ☐ NO
Iatrogenic respiratory diseases, including drug -induced disease / ☐ YES ☐ NO
Management of circulatory failure / ☐ YES ☐ NO
Obstructive lung diseases, including asthma, bronchitis, emphysema, bronchiectasis / ☐ YES ☐ NO
Occupational and environmental lung diseases / ☐ YES ☐ NO
Pulmonary embolism and pulmonary embolic disease / ☐ YES ☐ NO
Pulmonary infections, including tuberculous, fungal, and those in the immunocompromised host (e.g., human immunodeficiency virus-related infections) / ☐ YES ☐ NO
Pulmonary malignancy - primary and metastatic / ☐ YES ☐ NO
Pulmonary manifestations of systemic diseases, including collagen vascular disease and diseases that are primary in other organs / ☐ YES ☐ NO
Pulmonary vascular disease, including primary and secondary pulmonary hypertension and the vasculitis and pulmonary hemorrhage syndromes / ☐ YES ☐ NO
Respiratory failure, including the acute respiratory distress syndrome, acute and chronic respiratory failure in obstructive lung diseases, and neuromuscular respiratory drive disorders / ☐ YES ☐ NO
Sleep-disordered breathing / ☐ YES ☐ NO

Will fellows receive clinical experience in the evaluation, and management of patients with the following?

Genetic and developmental disorders of the respiratory system, including cystic fibrosis / ☐ YES ☐ NO
Pulmonary rehabilitation / ☐ YES ☐ NO

EDUCATIONAL PROGRAM NARRATIVE

Describe how the program will ensure that the fellows have the opportunity to make up missed core conferences (e.g., when off-site).
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Briefly describe the conduct of Core Curriculum Conference Series in your program.
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Describe the program's teaching rounds; including the frequency and duration spent per week.
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Describe how faculty and residents will be educated about fatigue and its negative effects.
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PROCEDURES & TECHNICAL